初中英语北师大版教材1
新北师大版七年级英语上册电子课本
新北师大版七年级英语上册电子课本第一单元：My Classmates1.1 重点词汇1. classmate2. teacher3. student4. friend5. man6. woman7. school8. class9. floor10. desk1.2 语法点1. 一般现在时2. 名词所有格1.3 功能句型1. What's your name?2. My name is...3. What class are you in?4. I'm in Class...5. What does your mother do?6. She's a...第二单元：My Family 2.1 重点词汇1. family2. father3. mother4. brother5. sister6. son7. daughter8. grandma9. grandpa10. uncle2.2 语法点1. 一般现在时2. 家庭成员的介绍2.3 功能句型1. This is my...2. She's a...3. He's a...4. They are...第三单元：My School3.1 重点词汇1. school2. subject3. teacher4. student5. class6. library7. laboratory8. playground9. basketball10. football 3.2 语法点1. 一般现在时2. 名词所有格3.3 功能句型1. What subject do you like?2. I like...3. What time does your class start?4. It starts at...第四单元：My Hobbies4.1 重点词汇1. hobby2. read3. write4. swim5. play6. listen7. music8. watch9. movie10. sports4.2 语法点1. 一般现在时2. 动词短语4.3 功能句型1. What's your hobby?2. I like...3. Do you like...?4. Yes, I do. No, I don't.第五单元：Food and drinks 5.1 重点词汇1. food2. drink3. meat4. fish5. vegetable6. fruit7. rice8. bread9. milk10. water5.2 语法点1. 一般现在时2. 食物和饮料的名称5.3 功能句型1. What do you like to eat/drink?2. I like...3. Do you like...?4. Yes, I do. No, I don't.第六单元：Healthy Lifestyle6.1 重点词汇1. healthy2. lifestyle3. exercise4. sleep5. diet6. smoke7. drink8. coffee9. tea10. sugar6.2 语法点1. 一般现在时2. 形容词和副词6.3 功能句型1. What's a healthy lifestyle?2. A healthy lifestyle includes...3. Do you have a healthy lifestyle?4. Yes, I do. No, I don't.第七单元：Animals7.1 重点词汇1. animal2. cat3. dog4. fish5. bird6. elephant7. tiger8. lion9. bear10. panda7.2 语法点1. 一般现在时2. 动物的名称7.3 功能句型1. What's this animal?2. It's a...3. Do you like this animal?4. Yes, I do. No, I don't. 第八单元：Seasons 8.1 重点词汇1. season2. spring3. summer4. autumn5. winter6. hot7. cold8. warm9. cool10. sunny8.2 语法点1. 一般现在时2. 季节的名称和描述8.3 功能句型1. What season is it?2. It's...3. Do you like this season?4. Yes, I do. No, I don't.参考答案请参考课本末尾的参考答案部分，以获取本册英语电子课本的练题和测试题的答案。
初中北师大版英语八年级上册【教学课件】Unit 1 Lesson 1
Example
I watched a football game between France and Germany in the vacation. It was exciting.
北京师范大学出版社 八年级 | 上册
Reading
Look at the photos. Which kinds of TV programs do you see here?
北京师范大学出版社 八年级 | 上册
Read the reviews and complete the table.
Name Channel What was it about? What did the reviewer think?
My Dog Bobby
Movie World
about a man named Dan and his dog
Project
Do you like the programs? Why or why not? Share your opinions on the programs.
北京师范大学出版社 八年级 | 上册
Vocabulary
Find adjectives ending in “-ing” form on page 6 and complete the table. “-ed” form
bored interested excited
“-ing” form
boring interesting
exciting
北京师范大学出版社 八年级 | 上册
Look at the sentences. Which adjective describes a thing and which describes how a person feels?
初中英语北师大版九年级全册《Unit 1 Lesson 1Body language》课件
different adj. 不同的；有区分的” 可以作定语来修饰名词，也能够作表语，这常 常与介词from搭配连用。 e.g. Can you explain this question in a
different way? Mary is different from Jane. Different people may think differently.
不要亲吻小动物。 European adj. 欧洲的 bottom n. 底部 anger n. 怒火，怒气
Lead-in
What do you know about body language?
A gesture is a form of nonverbal communication made with a part of the body. The language of gesture is rich in ways for individuals to express a variety of feelings and thoughts.
【拓展】 difference n. 差别；差异，不同(之处) 既可作可数名词，也可作不可数名词 e.g. There is not much difference in price
between the two computers. Can you find five differences between the two pictures?
It’s important that we learn to understand other cultures’ body language.
Read the text and answer the following questions.
七年级上册英语全册教案(北师大版)
七年级上册英语全册教案(北师大版)Unit 1: Greetings- Lesson 1: Greetings and Introductions- Objectives:- Introduce basic greetings in English.- Learn how to introduce oneself.- Teaching Procedure:1. Warm-up activity: Play a game where students greet each other using different greetings, such as "hello," "hi," etc.2. Present new vocabulary: Teach students how to say "hello," "hi," "goodbye," and "see you."3. Practice activities:- Pair students up and have them introduce themselves to each other using the new greetings.- Play a role-play game where students act out different greeting scenarios.4. Consolidation and extension:- Have students create dialogues using the new greetings.- Ask students to write a short paragraph introducing themselves to the class.5. Review and assessment:- Conduct a class discussion on the importance of greetings in different cultures.- Assess students' understanding through a written quiz.- Lesson 2: Polite Expressions- Objectives:- Learn useful polite expressions in English.- Practice using polite language in various situations.- Teaching Procedure:1. Warm-up activity: Show pictures of different scenarios and ask students to choose the most appropriate polite expression for each situation.2. Present new vocabulary: Teach students expressions such as "excuse me," "thank you," "please," and "sorry."3. Practice activities:- Role-play different situations where students use the newly learned expressions.- Have students create dialogues using the polite expressions.4. Consolidation and extension:- Ask students to write a short paragraph describing a situation where they used polite expressions.- Conduct a class activity where students practice polite expressions in different scenarios.5. Review and assessment:Unit 2: Family- Lesson 1: Talking about Family- Objectives:- Learn vocabulary related to family members.- Practice using possessive pronouns to describe family relationships.- Teaching Procedure:1. Warm-up activity: Play a memory game where students match family member vocabulary cards.2. Present new vocabulary: Introduce family member vocabulary words such as "father," "mother," "brother," etc.3. Practice activities:- Have students create a family tree using the vocabulary words.- Practice using possessive pronouns to describe their family members.4. Consolidation and extension:- Pair students up and have them interview each other about their families.- Ask students to write a short paragraph describing their family using possessive pronouns.5. Review and assessment:- Conduct a class discussion on the importance of family and the roles of different family members.- Assess students' understanding through a group activity where they present their family trees.- Lesson 2: Describing Family- Objectives:- Learn how to describe family members using physical appearance and personality traits.- Practice using adjectives to describe people.- Teaching Procedure:1. Warm-up activity: Show pictures of different family members and ask students to describe them using adjectives.2. Present new vocabulary: Introduce adjectives related to physical appearance and personality traits.3. Practice activities:- Have students describe their own family members using the new vocabulary.- Play a guessing game where students describe a family member and others guess who it is.4. Consolidation and extension:- Ask students to create a poster describing their favorite family member using adjectives.- Conduct a class activity where students present their posters and describe their family members.5. Review and assessment:- Assess students' understanding through a class discussion on the importance of understanding and appreciating family members.- Assign a written task where students describe their favorite family member using adjectives....(Note: This document is a sample teaching plan for Grade 7 English textbook published by Beijing Normal University Press. The actual teaching plan may vary based on specific teaching requirements and classroom dynamics.)。
初中英语北师大版九年级全册《unit1 1lesson1 body language 》课件
3rd –reading 4 Complete the table according to the text.
How many smile faces 能 够 匹 配 能 够 阅 读 文 能 够 比 较 流 利 的 能够在组员帮
can you get ? （ ） 肢 体 语 言 章 回 答 相 关 阅读课文
助下复述课文
和其意义 问题
Excellent
Good
Not bad
Homework
1． 听录音大声朗诵课文 2．将复述的课文内容整理 在作业本上。
is used differently , in western cultures, in Asian countries
as important as communicate with
Talk about the body languages and meanings in the text in pairs
用be used to do 连接
Nod your head 点头
show agreement
Shrug your shoulder 耸肩
show you don’t care about something
Kiss sb on the cheek 亲脸
greet each other
Shake hands
Body language is an important form of communication that is used everyw3. Read Para. 1 and answer the question.
北师大版七年级英语上册Unit1 Lesson1 第2课时 课件 (共17张PPT)
Vocabulary
Circle the correct verb in the sentences. 1 I live / like maths. It’s my favourite subject. 2 Let’s dance / sing a song. 3 We live / like near our grandparents. 4 Henry sings / calls his dog and the dog runs / dances to win. 5 Please sing / write your name on the book.
1 His a) Jim 2I a) Jim
b) Jeff b) Jeff
c) Max c) Max
3 We a) Jim and Jeff
c) Jim and Max 4 his a) Jim b) Jeff
b) Jeff and his brother
c) Max
Pair Work
Talk about your family members with your partner.
Exercise
Complete the sentences with the correct words from the table. 1 Who’s that man? I don’t know _____. him
his name? Is ____ What’s _____ he Uncle Bob’s friend?
Read and circle the correct answer.
My cousin Jim has a dog. His name
is Max. My brother and I like him a
北师大版-英语-七上-Unit 1《Lesson 1 Photos of Us》课件
She and her husband have a daughter and a son.
His daughter Kathy is a doctor.
Her grandson Mark is fifteen and she likes him.
1. _B_e_t_ty____ has a dog. Its name is Sam. Betty
2. AAnnnnaa is the same age as _______. 3. _M_a_r_k__ has a brother. 4. _______ is fifteedno.ctors 5. KBatehtytyand Mdiakneceare _________.
6. _________ doesn’t wandtatuogahtedroctor. She likes ttohewirrpitaere,snitnsg and_______.
7. Lisa and John has a son and a ________.They live near ____________________.
Kathy Jones
My son and his wife have a daughter and a son. They live near us. My wife and I often visit them.
Tom Brownห้องสมุดไป่ตู้
Read again and fill in the blanks.
北师大版《初中英语》七年级上 册
Unit 1 Family Lesson 1（第一课时）
How many family members are there in your family? Who are they?
北师大版七年级英语教材
北师大版七年级英语教材一、单词部分。
1. 每单元重点单词。
- 单词表整理，按照单元顺序。
例如，第一单元可能包含“greet（问候）、introduce（介绍）”等单词。
可以列出单词、音标、词性和简单的中文释义。
- 单词记忆方法。
- 联想记忆：如“pest（害虫）”，可以联想成“拍死它”。
- 词根词缀记忆：如果有适合七年级学生理解的词根词缀单词，如“un -”表示否定，“unhappy（不开心）”。
2. 单词的运用。
- 常见短语搭配：像“be good at（擅长）”，“be interested in（对……感兴趣）”等。
- 例句：“I am good at English.（我擅长英语）”，通过例句让学生更好地理解单词在句子中的用法。
二、语法部分。
1. 一般现在时。
- 概念：表示经常发生的动作或存在的状态。
- 结构。
- 主语为第三人称单数（he/she/it等）时，动词要加 - s或 - es，如“He likes reading.（他喜欢阅读）”。
- 主语为其他人称时，动词用原形，如“I play football every day.（我每天踢足球）”。
- 时间标志词：“always（总是）、usually（通常）、often（经常）、sometimes（有时）、never（从不）”等。
2. 形容词性物主代词。
- 形式：“my（我的）、your（你的/你们的）、his（他的）、her（她的）、its（它的）、our（我们的）、their（他们的）”。
- 用法：后面必须接名词，如“My book is on the desk.（我的书在桌子上）”。
三、课文部分。
1. 课文主题概括。
- 每个单元的课文有不同的主题，如家庭、学校生活等。
对课文主题进行简单概括，让学生更好地理解课文的主旨。
2. 重点句子解析。
- 从课文中选取一些有代表性的句子进行详细解析。
例如，“It's important for us to learn English well.（对我们来说学好英语是很重要的）”，分析句子结构，“it”作形式主语，真正的主语是“to learn English well”。
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设计思路
《英语课程标准》强调教学要注重知识的发展及知识的 传授过程，摒弃过于重视知识讲授的教学方式，英语学习要 符合学生的心理和生理特点，遵循语言学习的规律，力求满
足不同类型和不同层次学生的需求，培养学生学习英语的兴 趣，采用活动途径，倡导体验参与。因此在本课书的教学 中，我比较关注学生通过自己的探索获取知识的过程，尽量 采用提问等方式引导他们主动探究，激发学生的学习兴趣， 体现学生的学习主体地位。我按照“语言接触—理解体验—语 言聚焦—语言运用”的设计思路，对本节课的教学进行了设 计，并确立了以下四个教学环节：
语境猜
2. 两人一组核对答案
测生词
3. 全班核对答案
和理解
4.在处理每一部分表格信息的同时处理其 难句的
它文中细节信息。
能力
Q1:Is Brian happy to see the highway? How
do you know?
Q2:What are villagers doing now?
(利用village猜测本课新词villager)
在语言聚焦环节，教师通过提问，引导学生理解本课句 型的意义。在理解的基础上，引导学生通过对句子的观察、 发现、归纳的方法，体会现在完成时表示“去过某地”及“去了 某地”的用法和意义。
在语言运用环节，我以学生的生活经验和兴趣为出发 点，创设贴近他们生活的语言情景，鼓励学生通过小组合作 的形式来获取相关信息，引导学生正确运用现在完成时及相 关话题词汇在真实的语境下口头描述已经完成的活动。
描述已经完成的活动。
教学重点和难点
(1) 教学重点 1.学生能够通过选词填空等不同的方式，获取西部发生巨大
变化的不同信息。 2. 学生能够通过阅读短文，理解现在完成时表示“去过某
地”及“去了某地”的用法和意义。 (二)教学难点
学生能够正确运用现在完成时及相关话题词汇，在真实 的语境下笔头描述已经完成的活动。
教学目标
通过本课学习，学生能够：
1. 通过选词填空、选择恰当的标题、选择正确的段意、完 成表格和判断正误等形式，获取西部发生巨大变化的不同 信息。
2. 通过上下文语境，猜测生词、理解难句的含义。 3. 通过阅读短文，理解现在完成时表示“去过某地”及“去了
某地”的用法和意义。 4. 在真实的语境下正确运用现在完成时及相关话题词汇，笔头
C: the new schools and roads in Western
China
1）学生选择恰当标题
培养学
2）小组核对答案
生通过
3) 全班核对答案
自主阅
读准确
二．阅读2, 3, 4, 5段，选择段落大意
捕捉细
1. 教师给出2, 3, 4, 5段段落大意
节信息
T: What’s each paragraph mainly about? Let’s read paragraph 2, 3, 4, 5 and match
T: Do the highway, gas field and small shop
change a lot? Let’s get more information. 培养学
Read paragraph 2, 3, 4and complete the 生通过
table.
上下文
1. 学生独立完成表格
1.两人一组进行讨论，并完成表格内容 2.全班核对答案 Step2 书面表达 1.让学生根据表格内容和提示词完成回信 2.用实物投影进行个别展示
Homework 1. Listen to the tape and read the letter. 2. Polish your letter and make it perfect
Language focus （8min）
引导学生进一步理解现在完成时的意 学生通
义，总结have been to和have gone to的用 过观察
法
例句进
1.学生进一步理解现在完成时的意义，总 一步体
结have been to和have gone to的用法
会现在
2. 学生完成work it out
about this area. Today we will learn about 话题
L48 We have made a lot of progress.
Language 一．阅读信件选词填空，获取文章主旨要
input
义
（23min） Step 1. 了解文章的体裁—信件
T : Open your books. Turn to P78. Look at
巩固所 学，落 实到笔 头
Lesson 48 We have made a lot of progress
板书设计
（1）
have/has been to 去过… have/has gone to 去了…
教学效果 及评价
本节课是从已授课的角度进行评价： 1.绝大多数的学生能够读懂关于中国西部发生变化 的简单描述。 2.大部分学生能够理解have been to和have gone to
3）学生选择正确的词组填空
生归纳
4）小组核对答案
文章的
5) 学生跟读录音核对答案
主旨要
6）全班核对答案
义的阅
读能力
Step 3. 获取文章大意，选择恰当选项
Q：What’s the letter mainly about?
A: the introduction of Western China
B: the changes of Western China
change a lot, there be, road, building, air, 实现本
population
课的语
Step 1完成表格
言输出
Qianmen In the past Now
Street What was it What is it
like?
like?
road
building
shop
的能力
them with the titles. Please take out your
worksheet, finish exercise 1
2. 学生快速阅读并选出每段的段落大意
3. 全班核对答案并根据上下文语境学习词
汇“highway”
三．精读文章获取细节信息
Step 1. 精读2, 3, 4段完成表格
letter. Please read the words in the yellow 辑关系
box together, then fill in the blanks with 的能
them.
力。
1）学生齐读黄框中的单词
2）区分“have never been’’和“haven’t
been”
培养学
完成时
3. 全班订正答案
的意义
4. 全班齐读
Language in use （7min）
综合语言运用
引导学
你从小就居住在北京，并且去过前门 生在真
大街好多次,见证了它各个方面的巨大变 实的情
化，请你给Brian写封回信, 向他讲述前门 境中综
大街的巨大变化。(不少于50词）
合运用
提示词：live，since， have been to, 语言，
初中英语北师大版教材
Unit 12 Western China Lesson 48
We have made a lot of progress. 教学设计
丰台八中 韩宇
英语教学设计
教师姓名：韩宇 学校：丰台八中 教材：《北京市义务教育课程改革实验教材》北师大版 课题：Unit 12笔等
情景导入
语言输入 语言聚焦 语言运用
教学过程
教学环节 与时间安 排
教与学的过程
设计意 图
Lead-in （2 min）
教师出示图片
T : Have you ever been to Western China? 利用图
Ss:…..
片，引
T: In this lesson, our friend Brian will talk 出本课
在情景导入环节，为了激发学生的学习兴趣，我利用图 片创设情景导入新课，让学生在教师一步步的引导下，关注 本课的话题，并巧妙的与教材选用的语言材料进行衔接。
本节课语言输入的主要方式是阅读教材中的文字材料。 在这个环节中，通过选词填空、选择恰当标题、选择段落大 意、完成表格、判断正误等方式，引导学生理解文段含义。 通过理解难句的方式，引导学生在语境中理解生词含义并学 习生词的音、形、义。
Q3:What are these nice things?
Step2. 精读5, 6, 7段完成判断正误
T: We have known the changes of the highway, the gas field and the small shop, let’s read some other changes. Please read paragraph 5, 6, 7and choose True or False. Please underline the sentences to help you get the answer. If it’s false, please correct it. 1. In the past ,there weren’t any computers, new books or magazines in the school. 2. Brian has ever read Harry Potter. 3. Brian wants to get his cousin’s phone number to call him. 4. Brian is looking forward to receiving a letter from his cousin. 5. The new teacher has been to many places. Right now, she has gone to Beijing. 1. 学生独立完成判断正误 2. 两人一组核对答案 3. 全班核对答案并引导学生语境中理解 短语“so that”“hear from”,“has been to” 和“has gone to”的含义